Instructional design method: Difference between revisions
Jump to navigation
Jump to search
(using an external editor) |
(using an external editor) |
||
Line 10: | Line 10: | ||
A more or less optimistic linear model would contain: | A more or less optimistic linear model would contain: | ||
# Analysis of needs | # Analysis of needs (rough outline of pedagogic goals) | ||
# Identification of knowledge to be acquired (in modular form) | # Identification of knowledge to be acquired (in modular form) | ||
# Identification of constraints (e.g. economical) | # Identification of constraints (e.g. economical) | ||
# Definition of learning activities and learning materials (in modular form) | # Definition of learning activities and learning materials (in modular form) | ||
# Prototyping and testing | # Prototyping and testing | ||
# Deployment | # Deployment and ajustments (as few as possible) | ||
== Major design models == | == Major design models == |
Revision as of 16:28, 6 April 2006
Definition
- An instructional design method defines how to organize the whole design process (whereas an instructional design model represents a class of a pedagogical design, i.e. how to teach, how to bring people to learn, etc. Frequently such methods are tied to specific instructional design models who in turn are based on learning and teaching theory.
The typical design process
... does not exist !
A more or less optimistic linear model would contain:
- Analysis of needs (rough outline of pedagogic goals)
- Identification of knowledge to be acquired (in modular form)
- Identification of constraints (e.g. economical)
- Definition of learning activities and learning materials (in modular form)
- Prototyping and testing
- Deployment and ajustments (as few as possible)
Major design models
Really under construction again ...